En studie kring pedagogers syn på utomhusvistelse i förskolan SammanfattningDenna studie handlar om vad pedagoger har för syfte med utevistelsen. Hur pedagogerna ser på utemiljön och på vilket sätt den kan tas tillvara. Förskolan ska göra barnen uppmärksamma på miljön runtomkring (Skolverket, 2010). Studien tar upp vilka faktorer pedagogerna anser vara värdefulla för barns utevistelse. Studien belyser också hur pedagogerna värderar sin roll ute och till sist hur pedagogerna arbetar med det styrdokument förskolan har att arbeta med. I undersökningen har en intervjustudie med pedagoger inom förskolan utförts. Resultatet tyder på att pedagogerna tar vara på utomhusvistelsen och ser de positiva aspekterna med att vara ute. De flesta pedagogerna anser sig själva ha en deltagande roll. Vad det gäller styrdokument så genomsyras den dagliga verksamheten av läroplanen, även om flertalet pedagoger inte synliggör detta i intervjuerna. Dessa delar har valts att lyfta i uppsatsen.Nyckelord: Barn, Förskola, Pedagoger, Utomhusvistelse. AbstractThis study focus on the attitudes to the outdoor activity by pre-school pedagogues. One important target for pre-schools is to make the children aware of the environment around us (Skolverket, 2010). How is pedagogues views on the curriculum and how is this affecting how the use of the outdoor environment I have also chosen to illustrate how pedagogues value and see their own role outdoors in relation to the curriculum. The examination contains an interview study with pedagogues in the pre-school. The result suggests that the pedagogues are positive to utilize the outdoor environment and that they see the positive aspects of it. Regarding the curriculum, the study revealed that the pedagogues do work with the curriculum as the base for the activities (even if they don't tell me that in the interviews.) The pedagogues own role on the situation. These topics are what I have chosen to take out be clearer in my examination.

Although many studies have reported on physical activity (PA) levels using accelerometers, a thorough description of the PA pattern in preschool children during their stay in the preschool, is lacking in the current literature. Furthermore, there remains a lack of understanding of the PA level and pattern in children in the lower end of the PA continuum.The first aim of this study was therefore to describe the PA pattern during a week-long stay in a preschool in all children born in 2011 (either three or four-year-olds) attending public preschools in a municipality in Norway. The second aim was to describe the PA level and pattern of the children who are the least physically active.This cross-sectional study included baseline data from 95% of children (N = 111) participating in a randomized controlled physical activity intervention (Active Kindergarten – Active Children study). The participants wore an Actigraph accelerometer, in week 39 in 2015, from when they arrived at the preschool on Monday morning and throughout their stay of five consecutive days.The amount of moderate- to vigorous-intensity PA (MVPA) per day ranged from 16 min to 116 min, and sedentary time ranged from 2.7 h to 6.5 h per day in the least and most sedentary child, respectively. The least physically active 25% of children were less active throughout the entire day, and only a few of them managed to achieve the recommended level of MVPA on any weekday.The physical activity levels and patterns among the least active children described in this study may help to inform interventions targeting this group.

Abstract:We prove that a system of N fermions interacting with an additional particle via point interactions is stable if the ratio of the mass of the additional particle to the one of the fermions is larger than some critical m * . The value of m * is independent of N and turns out to be less than 1. This fact has important implications for the stability of the unitary Fermi gas. We also characterize the domain of the Hamiltonian of this model, and establish the validity of the Tan relations for all wave functions in the domain.

Partnerships between parents and professionals in early childhood education and care (ECEC) are widely acknowledged as important for children's well-being and learning. For children with immigrant backgrounds, bridges between the different social contexts that surround them are especially significant. The current paper synthesizes research-based knowledge on the barriers to and facilitators of partnerships between parents with immigrant backgrounds and professionals in ECEC. This overview review includes 25 articles that comprise qualitative, quantitative and mixed methods studies. The most frequently identified barriers include language, asymmetrical power relations and cultural differences and disagreements. This research suggests approaches to facilitate partnerships, such as employing bilingual staff, using translators for parent-teacher conferences when needed, translating materials into different family languages, translanguaging, taking time and showing patience and respect. Finally, to ensure that all parents feel comfortable to express their views, more creative strategies from the professionals might be needed.

Background A growing body of evidence suggest that the children’s physical activity (PA) level in early childhood education and care (ECEC) settings are insufficient. Since most children attend ECEC settings for many hours on most days of the week, and these institutions reach children across the socioeconomic spectrum, the ECEC settings may serve as an ideal avenue for increasing physical activity level, reduce sedentary time and enhance the overall health of young children. This paper investigates the effectiveness of the “Active Kindergarten – Active Children” study to increase children’s PA level and reduce sedentary time within the ECEC setting. Methods Accelerometers were used to asses PA and sedentary time. A total of 116 three to four-year olds took part in a randomised controlled trial in 11 ECEC settings. Participants were cluster-randomised, by ECEC setting, to either a 12 week staff-led and expert-supported intervention or a waiting list control group. Results The intervention group increased time spent in moderate- and vigorous intensity PA by 10 min/day (95% CI = 3, 18; P = 0.01), took 1909 more steps per day (95% CI = 1130, 2688; P < 0.01) and reduced sedentary time with 14 min/day (95% CI = − 27, − 1; P = 0.04) compared to the control group. The intervention group had a 2.4 higher odds (95% CI = 1.05, 5.7; P = 0.04) of meeting the PA recommendations compared to the control group at follow-up. Conclusions Our results show that a flexible staff-led and expert-supported multicomponent PA intervention can increase total PA level, moderate- and vigorous intensity PA and reduce time spent sedentary in three to four-year old children during their stay in ECEC settings. Trial registration The trial was retrospectively registered on September 19, 2020 and available online at ClinicalTrials.gov: No. NCT04555746.